What Does It Mean to Thrive in Today’s World?
Within the education sphere and beyond a new global conversation is emerging. In a year which has dramatically exposed the fragility of our world – of our human, societal, and planetary systems – questions recur that cut to the core of our common humanity and interdependence. What does it mean to thrive, to flourish, and to […]
Losing children from education has high costs—we must keep them learning when schools close
At the height of school closures due to the COVID-19 pandemic, more than 1.6 billion children around the world were out of school, some 120 million in central and west Africa. The repercussions of children missing school are more wide-ranging than a few months of lost learning: the Ebola outbreaks from 2014 to 2016 saw numerous children […]
Social Disruption and Educational Change: A View from Brazil
Brazil’s traditional High School National Exam (ENEM) was created in 1998, and since 2009 it became the most important college entrance exam in the country. Recent data from the Ministry of Education shows that 57% of students access higher education using this exam. Due to the COVID-19 crisis all the schools in Brazil are closed. The need […]
Learning To Reach Out: Embracing New Ways of Connecting
We have been all been in lockdown, sometimes in containment, some even quarantined. But spirits have remained high. Our energy and enthusiasm come from daily interactions with children. Exploring new ways of connecting, of contacting communities, and of communicating with children has been challenging but also exhilarating. Every day, we are learning from these experiences. […]
STEM-minded Approach to Collaboration for the Future
If there was any silver lining to be had from SARS-CoV-2 (aka COVID-19), it would be how education has been forever disrupted or transformed as a response to the global pandemic. Since Friedman (2005) and Trilling & Fadel (2009), educators have been talking about changes that are needed in education to meet the demands of living and […]
Why Computers Can Never Replace Schools
The evidence of dramatic change is all around us and it’s happening at an exponential speed. The Fourth Industrial Revolution with its ubiquitous, mobile supercomputing, self-learning software, and self-driving cars brings opportunities to imagine innovative leaps for humanity. Who will be leading these ideas? Those who are confident to use their imagination, to think outside of silos, and who […]
Building an Edtech Ecosystem in Times of Uncertainty
The disruption: The global COVID-19 crisis has been a catalyst for disruption in all parts of the edtech space. Edtech providers suddenly found themselves as a key player in building and maintaining the global learning infrastructure. While teachers, students, and educational management in many senses had to reinvent the wheel, skeptics of digitalization in education […]
Who do we Turn to When Everything Seems Uncertain?
The global pandemic has created immense pressure on education systems to keep students not just learning, but also safe and well. In our work at Teach For All and inHive, we noticed a common attribute in the education systems that seem to be adapting and rebounding quickly: networks – the networks of people who mobilized around them. This leads us […]
Three Success Factors for Safe, Smooth, and Settled Learning Transitions
Learning transitions can be disruptive and unsettling to any young person. Children aged between 12-25 years old are particularly vulnerable, given how this period can impact on increased risks of anxiety, depressive disorders, and mental illnesses later in life. What are the factors that can mitigate these risks and turn learning transitions into a time of […]
Pandemic Will Cost 300 Billion School Days by End of Year
• Nearly half the world’s 1.6 billion primary and secondary students will not return to school in 2020. • These 711 million learners will propel the total number of days spent out of school in 2020 from today’s count of 179 billion to 300 billion by end of year. • The vast majority (84%) of […]